Download managing information resources for accessibility

supportive of making the computer system available the day before the class is scheduled to begin so
the necessary accommodation add-ons can be installed and tested. The course instructor should take a
little time prior to the beginning of the course to become familiar with the rudimentary elements of the
accommodation packages being used. As with any training course for any non-disabled employee, the
documentation and course notebook are an important part of the total training package. Every effort
should be made to provide documentation to the user in the most useful format possible. Frequently
requested formats may include braille, audio tape, large print, or ASCII diskette. When an individual
registering for a course identifies their disability, they should be asked the format they prefer. The
assumption should not be made that "all blind students will want braille" or that "all students with low
vision will want large print." If video tapes are used for training, they should be available in a
captioned format for use by hearing impaired individuals. Additional ideas that may be useful for
training center managers or managers preparing to send an employee with a disability to a training
class are listed below.
For a student who is blind these ideas include:
- Have a reader or personal assistant with a blind person for the first morning of training to help orient
the person to the keyboard, drive slot, etc. - Put tactile dots on the keyboard that will be used in
training to provide home row key orientation and any special keys the instructor will be directing the
students to use during the course of training. - If the training center does not offer adequate computer
accessibility, have the computer support person for the area set up the employee's screen reader and
synthesizer at the training center the day before training is due to begin. - For braille readers, have any
"cheat sheets," such as function key assignments, available in braille. - For all class workbooks
available in braille, the page numbers should reference the print page number. - Instructors should be
reminded to read aloud any instructions or material written on the board or on overheads used
throughout the course. - Many students that are blind may want to make an audio recording of the
training for their own use. If contractor trainers are being used, they should be aware of this and not
prevent the student from recording the course. Courses that involve materials requiring security
safeguards would be an exception. - The instructor or class coordinator should be prepared to give
directions to the break area, restrooms, phones, etc. in a clear manner that does not depend on visual
references such as, "the room with the blue door." Directions given stating the distance, or the number
of doorways on the left or right would be more usable by a blind individual.
For individuals with low vision, the following ideas may be helpful:
- Large print display monitors would be a nice addition to any training center and provide a benefit to
many students that may utilize the center. Both large print display of computer screen contents and
large print display of hard copy materials would useful. - Large print keycap labels would be quite easy
and inexpensive for a training center to add to one or more of their keyboards. Tactile dots on the
keyboard are also useful to many students by giving a tactile orientation to the keyboard to supplement
the visual orientation. - Provide copies of transparencies, slides, or material normally printed on the
board. Provide these in large print if possible.
For individuals who are deaf, the following suggestions have been given:
- Have an adequate number of sign language interpreters so they can be easily seen and have adequate
time off between sessions. - Prearrange for hearing impaired students to share notes taken in class by
non- hearing impaired students. This may be facilitated by not grouping all the individuals with
hearing impairments together. Sharing notes may also be facilitated by supplying the student
designated as the note-taker with paper that produces a carbonless duplicate. - Prior to giving verbal
instructions, the instructor should be sure the deaf individual is looking at the interpreter. Flashing the
room lights is a simple and effective means of getting everyone's attention. - If verbal instructions
given are lengthy or involve processes the student will then be asked to perform, such as a computer
exercise, it may be difficult for the student to watch the interpreter and accurately record the
instructions. Preparing instructions prior to the class and giving the student a printed copy would be